Items where Division is "School of Education" and Year is 2015

AIKEN, V., 2015. The risky terrain of student writing. In: BESA Conference, Cardiff Metropolitan University, Cardiff, July 2015.

ATKINS, L. and FLINT, K.J., 2015. Nothing changes: perceptions of vocational education in England. International Journal of Training Research, 13 (1), pp. 35-48. ISSN 1448-0220

BOULTON, H., 2015. Digital story telling. In: S. YOUNIE, M. LEASK and K. BURDEN, eds., Teaching and learning with ICT in the primary school. Abingdon: Routledge, pp. 13-23. ISBN 9781138783140

BOULTON, H., 2015. Literacy and technology: towards best practice. In: Association of Information Technology in Teacher Education Conference, London, 4 July 2015.

BOULTON, H., 2015. Literacy and technology: towards best practice. In: 14th Learning and Teaching Conference, Hong Kong, 2015.

BOULTON, H., 2015. Supporting transnational students in the transition to doctoral study through online technologies. In: European Conference of Educational Research, Budapest, Hungary, 8-10 September 2015.

BOULTON, H., 2015. Supporting transnational students in the transition to doctoral study through online technologies. In: International Learning and Teaching Conference, Singapore, 28 September - October 2015.

BOULTON, H. and CSIZMADIA, A., 2015. Supporting transnational students in the transition to doctoral study through online technologies. In: European Conference of Educational Research, Budapest, Hungary, 8-10 September 2015.

BOULTON, H. and HRAMIAK, A., 2015. Literacy and technology: towards best practice. In: International Conference: Assessment for Learning in Higher Education 2015, Hong Kong University, Hong Kong, 13-15 May 2015.

BOULTON, H. and WATERS, L., 2015. Using virtual learning environments to personalize learning in UK schools: a case study. In: T. CLARK and M.K. BARBOUR, eds., Online, blended, and distance education in schools: building successful programs. Online learning and distance education . Sterling, Va.: Stylus Publishing. ISBN 9781620361634

BYROM, T., 2015. Education and social class: examining the fuzziness of choice and belonging. In: A. O'GRADY and V. COTTLE, eds., Exploring education at postgraduate level: policy, theory and practice. Abingdon: Routledge, pp. 88-97. ISBN 9781138814080

BYROM, T. and LIGHTFOOT, N., 2015. Interrupted trajectories: the impact of academic failure on the social mobility of working class students. In: P. BROWN, D. REAY and C. VINCENT, eds., Education and social mobility. Abingdon: Routledge, pp. 176-192. ISBN 9781138119574

CLAPHAM, A., 2015. 'Answer your names please': a small-scale exploration of teachers technologically mediated 'new lives'. Teachers and Teaching, 21 (4), pp. 366-378. ISSN 1354-0602

CLAPHAM, A., 2015. Post-fabrication and putting on a show: examining the impact of short notice inspections. British Educational Research Journal, 41 (4), pp. 613-628. ISSN 1469-3518

DAVIES, S. and HAIL, Y., 2015. Education for sustainable development within textile technology: a case study of two schools. In: M. CHATONEY, ed., Plurality and Complementarity of Approaches in Design and Technology Education (PATT 29 Conference), Aix-Marseille Université, Marseilles, France, 7-10 April 2015. Marseilles, France: Presses Universitaires de Provence, pp. 106-111. ISBN 9782853999946

DAVIES, S. and HARDY, A., 2015. Preparing to teach with digital technologies. In: G. OWEN-JACKSON, ed., Learning to teach design and technology in the secondary school: a companion to school experience. London: Routledge, pp. 161-178. ISBN 9781138785243

EARLE, S. and SERRET, N., 2015. Learning science through talk. In: M. DUNNE and A. PEACOCK, eds., Primary science: a guide to teaching practice. London: Sage. ISBN 9781446295090

FLINT, K. and PEART, S., 2015. Is there any justice in being other than 'white' in Britain? Race Equality Teaching, 33 (2), pp. 5-9. ISSN 1478-8551

FLINT, K.J., 2015. Education, philosophy, research: opening space for moves towards social justice in research. Crewe: Adjacent Digital Politics Ltd..

FLINT, K.J., 2015. Research-philosophy-pedagogy as an event in the world: What’s the big deal? Adjacent Government (Dec.). ISSN 2055-7612

GORDON, A.L., 2015. Exploring the resilience of early career teachers: engaging positively with the realities. EdD, Nottingham Trent University.

HARDY, A., 2015. What’s D&T for? Gathering and comparing the values of design and technology academics and trainee teachers. Design and Technology Education: an International Journal, 20 (2), pp. 10-21.

HARDY, A., 2015. Why has the number of teenagers taking design and technology GCSE dropped? The Conversation.

HARDY, A. and DAVIES, S., 2015. Teaching design and technology. In: G. OWEN-JACKSON, ed., Learning to teach design and technology in the secondary school: a companion to school experience. London: Routledge, pp. 199-220. ISBN 9781138785243

HARDY, A., GYEKYE, K. and WAINWRIGHT, C., 2015. What do others think is the point of design and technology education? In: PATT29 Plurality and Complementarity of Approaches in Design & Technology Education, Marseille, France, 7-10 April 2015, Marseille, France.

KING, H., NOMIKOU, E., ARCHER, L. and REGAN, E., 2015. Teachers' understanding and operationalisation of 'science capital'. International Journal of Science Education, 37 (18), pp. 2987-3014. ISSN 0950-0693

KISANGA, D. and IRESON, G., 2015. Barriers and strategies on adoption of e-learning in Tanzanian higher learning institutions: lessons for adopters. International Journal of Education and Development Using Information and Communication Technology, 11 (2), pp. 128-137. ISSN 1814-0556

KISANGA, D.H., 2015. Investigation of attitudinal factors towards the transition from face-to-face to e-learning in Tanzanian higher learning institutions: a mixed methods approach. PhD, Nottingham Trent University.

KOSOGORIN, A. and BARKER, L., 2015. Global learning in primary education: moving beyond charity. Race Equality Teaching, 33 (2), pp. 27-32. ISSN 1478-8551

KUSHNIR, I., 2015. Expanding the horizons of the referentiality approach. Cambridge Open-Review Educational Research e-Journal (CORERJ), 2, pp. 139-153. ISSN 2056-7804

KUSHNIR, I., 2015. The limits of soft governance in harmonization in the European higher education area. Educate~: the Journal of Doctoral Research in Education, 15 (1), pp. 11-21. ISSN 2049-9558

MBAH, M., 2015. Towards a model of university-aided technologically driven community development. Community Development Journal, 50 (3), pp. 463-477. ISSN 0010-3802

MCLAY, L., CARNETT, A., TYLER-MERRICK, G. and VAN DER MEER, L., 2015. A systematic review of interventions for inappropriate sexual behavior of children and adolescents with developmental disabilities. Review Journal of Autism and Developmental Disorders, 2 (4), pp. 357-373. ISSN 2195-7177

MISTRY, M. and SOOD, K., 2015. English as an additional language in the early years: linking theory to practice. Abingdon: Routledge. ISBN 9780415821704

MISTRY, M. and SOOD, K., 2015. Managing diversity in a primary classroom: challenges for practitioners and school leaders. Race Equality Teaching, 33 (2), pp. 21-26. ISSN 1478-8551

MISTRY, M. and SOOD, K., 2015. Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 43 (5), pp. 548-564. ISSN 0300-4279

MORAN, M., 2015. Capturing the possibilities. In: A. WOODS, ed., The characteristics of effective learning: creating and capturing the possibilities in the early years. Abingdon: Routledge, pp. 122-136. ISBN 9780415737937

O'GRADY, A., 2015. Offender education in England. In: Metropolia International Week in Culture 2015, Metropolia University, Helsinki, Finland, March 2015.

O'GRADY, A. and BYROM, T., 2015. 'Giving something back': higher education students and educational interventions. In: Society for Research into Higher Education Annual Research Conference, Newport, Wales, 9-11 December 2015.

PEART, S., 2015. Bullying as an institutionally exclusionary practice - implications of ignoring culturally specific support needs of Black male students in further education (FE). Journal of Research in Special Educational Needs, 15 (3). ISSN 1471-3802

REGAN, E. and DEWITT, J., 2015. Attitudes, interest and factors influencing STEM enrolment behaviour: an overview of relevant literature. In: E.K. HENRIKSEN, J. DILLON and J. RYDER, eds., Understanding student participation and choice in science and technology education. Dordrecht: Springer, pp. 63-88. ISBN 9789400777934

REGAN, E. and DILLON, J., 2015. A place for STEM: probing the reasons for undergraduate course choices. In: E.K. HENRIKSEN, J. DILLON and J. RYDER, eds., Understanding student participation and choice in science and technology education. Dordrecht: Springer, pp. 119-134. ISBN 9789400777934

RICHARDS, G., 2015. What is known is limited: intersectional experiences of minority ethnic young people who receive special education. Race Equality Teaching, 33 (2), pp. 10-16. ISSN 1478-8551

WALLACE, S., 2015. A dictionary of education. Oxford: Oxford University Press. ISBN 9780199679393

WATERS, L. and BOULTON, H., 2015. Using virtual learning environments to personalize learning in England's primary and secondary schools: a continuum of progress. In: T. CLARK and M.K. BARBOUR, eds., Online, blended and distance education in schools: building successful programs. New York: Stylus Publishing. ISBN 9781620361634